What is Self-Directed Learning?
Self-Directed Learning Framework
In 2016, through collaboration of our stakeholders (faculty, parents, students) we developed our Self-Directed Learning Framework (SDL). After reviewing our over 40 years of experience in the field and knowing what works, along with conducting a literature review of research and best practice, we identified four dispositions of Self-Directed Learning: Independence, Empathy, Innovation, and Advocacy.
Because Brown is a K-12 school, our SDL Framework breaks each disposition down into indicators that are developmentally-appropriate for each grade group (K-2, 3-5, 6-8, and 9-12). Students are expected to have mastered all the prerequisite skills in the previous level before they transition. This is why it is important that criteria is used to admit students to our school starting in grade six for the purposes of gauging a student's self-directedness, thus ensuring a positive transition to our unique program.
We are frequently asked if SDL is similar to Montessori. SDL is very different from Montessori, as SDL encourages students to choose non-preferred learning activities that are difficult and intellectually challenging. (Montessori programs allow students to select preferred methods to demonstrate learning.) However, students in both programs must demonstrate the ability to work independently and possess the ability to focus without teacher redirection.
Do Brown School students get to learn at their own pace? Yes and no. Student learning is at a minimum pace with the curriculum maps provided by JCPS. In most classes at Brown, learning is accelerated or goes much deeper than that in the JCPS curriculum maps. Over half of our students qualify for the gifted and talented program. Starting in 7th grade, all our middle school students have the opportunity to enroll in classes for high school credit. Additionally, qualifying students can start taking classes for college credit their sophomore year.
Who are Self-Directed Students?
Self-Directed Students . . .
Are interested in pursuing the most rigorous academic program available to prepare them for liberal arts study in college. They are developing a strong work ethic.
Are willing to take risks and stretch their comfort levels when pursuing academic study. They want to learn to challenge themselves, work hard, and self-regulate their own study.
Prefer a smaller learning community where relationships are developed over time with all community members. They want to be known by their teachers, administrators, and fellow students.
Want to work in an environment where students support one another in academics, activities, and athletics. They support each other to be better in all things and challenge each other to grow and excel, thus maximizing everyone's potential.
Prefer a school culture where differences are recognized and unique talents of individuals are appreciated.
Are comfortable around people who are different from themselves. They are secure in their own place in the world and are not uncomfortable with differences found in others.
Know they are in a college-ready environment and are supportive of this focus in the educational program.
May be average ability students with the desire to achieve at high levels, or gifted students wanting to be challenged. They are ready to learn how to be better students. They are willing to learn how to take on rigor as students and thrive in this environment.
Are developing habits of self-direction. They practice self-regulation in completing tasks and do not have to be monitored closely for their study. They can complete homework assignments and long-term projects with little supervision and reminders. Their parents understand and value learning beyond the school day. Parents have an intrinsic value of homework to strengthen student skills.
Value relationships with adults and are comfortable with teachers that challenge them to be the best they can be.
Like to be a participant in activities and athletics, and not merely an observer.
Are comfortable knowing everyone and being known by everyone in the school community.
A Visit to our SDL Magnet School
The J. Graham Brown School, the Original Magnet School, is a JCPS district-wide magnet school for students who thrive in a Self-Directed Learning environment. Brown enrolls approximately 750 students in grades K through 12.
J. Graham Brown students engage in an aligned college preparatory liberal arts curriculum based on our four tenets of Self-Directed Learning: Independence, Empathy, Innovation, and Advocacy. Our academic program cultivates critical, open-minded, and creative thinkers who are willing to take risks and are eager for new knowledge. Our learning environment develops compassionate, tolerant, and respectful human beings who value cultural diversity and contribute to the community. Grade level academic performance and age appropriate social skills are expected for success in this informal educational setting.
Here are some news stories showcasing examples of the work students at Brown do through Self Directed Learning.
Self-Directed Learning Examples
Engineering & Empathy
Our high school students engineered and built a wheelchair ramp for a homebound student at another school.
Refugee Camp Project
Our middle school students created and ran a refugee camp simulation to teach the rest of our students about the challenges refugees face.
Blindness Awareness
A senior student developed an advocacy project to bring awareness to the different types of vision impairments people face.
Food Desert Project
Our 6th graders worked on projects to alleviate the food desert that exist in West Louisville. They presented their ideas to the Louisville Metro Council.
Theatre in Schools
A senior student developed an advocacy project to bring awareness to the importance of theatre in schools.
Lego Ramp Installation
Our high school students installed the wheelchair ramp for a homebound student at another school.
Men of Quality
A senior student developed an advocacy project to bring awareness for the need for male role models.